The case-based radiology teaching conference for residents: beneficial effect of previewing cases and using answer...

Radiology residents often experience the case-based teaching conference as an inquisition, during which the moderator painfully extracts observations, conclusions, and facts from a discussant while other attendees passively observe. This experience is frequently disliked by all participants. The author hypothesized that such conferences could be improved by previewing cases and using answer sheets.

A bimonthly, 1-hour, case-based skeletal radiology teaching conference was modified so that residents previewed 20 single-image cases for 45 seconds each while completing answer sheets. Directed by a moderator, residents then took turns discussing their responses. Attendees completed evaluation forms.

Five conferences were evaluated, and a total of 81 evaluation forms were received. The average response rate per conference was 90%. The evaluations indicated that the content was appropriate (96% [78 of 81 evaluations]), the format helped learning (98% [79 of 81]), the new format was preferred to the traditional format (98% [78 of 80]), and more such conferences were desired (99% [80 of 81]). Evaluations also suggested that the requirement to commit to a diagnosis was beneficial, greater participation and engagement were obtained from all attendees, and more cases were discussed.

Modifying case-based radiology teaching conferences by having participants preview cases and use answer sheets has positive educational benefits and is well received.